EDUCATION OF GIFTED AND TALENTED STUDENTS: SCHOOL REVIEW & ACTION PLAN
School: ____________________________________________
People present: _____________________________________________________
Gifted and Talented Education is part of our school’s current Strategic Plan:
Little or no professional learning
has been carried out in this area
(e.g. a small number of teachers
may have attended a one-day
workshop, course or
conference).
NO
Date: __________________
Developing
Introductory professional
learning that reflects best
practice for gifted students is
underway.
Representatives from two or
more teams/departments have
participated in relevant
professional learning.
At least one teacher from every
team/department has
participated in relevant
professional learning.
The principal and senior
management support these
initiatives and provide clear
direction to staff.
Teachers are encouraged and
supported to gain qualifications
in gifted education.
These teachers have passed
relevant information on to
colleagues within their
team/department.
Date:
Date:
Date:
Date:
There is no school-wide
definition of GATE.
The definition has been discussed
and agreed to by the whole staff.
Consultation has taken place
with the school’s community.
An outdated definition is used.
An appropriate definition has
been developed by a small
number of people within the
school.
Date:
The definition recognises
different types of giftedness.
Date:
Exemplary
All teachers in the school have
participated in relevant
professional learning.
An induction process is available
for new staff.
Teachers with designated
responsibility for GATE have
specific qualifications in gifted
education.
Date:
The definition includes qualities
and abilities valued by the
school’s community.
Date:
Date:
The definition is reviewed
regularly to accommodate any
changes to the school’s intake
and community.
Date:
Evidence
Definition
Evidence
Professional Learning
Entry
YES
 National Template: Gifted & Talented Education Advisers (2009)
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There are no written
policies/procedures for gifted
and talented education.
Developing
Development of schoolwide
policies/procedures is
underway.
These policies/procedures have
been discussed by a small
number of stakeholders.
Policies/procedures for
identifying and catering for gifted
and talented students are well
documented and have been
discussed by the whole staff.
Schoolwide policies/
procedures are clearly
articulated and have been
reported to the BoT and the
school community.
Written documentation is
available within each
team/department.
Date:
Exemplary
All stakeholders have access to a
document clearly outlining
schoolwide policies/
procedures.
These policies/procedures are
reviewed regularly and updated,
if necessary.
Date:
Date:
Date:
Date:
Ministry publications are held on
file.
Ministry resources are located in
a central position and are
available to all staff.
A staff member and/or GATE
team has designated
responsibility for co-ordinating
provision for gifted and talented
students throughout the school.
The full range of resources is in
place at all levels of the school.
A co-ordination position is
established and fully resourced.
Date:
Date:
Teachers with designated
responsibility for GATE are
supported to attend local/
regional cluster meetings.
Date:
Resources
Evidence
Policies/Procedures
Entry
Other resources are held by
individual staff members.
Evidence
Date:
Other relevant material and
resources are held within
teams/departments.
Date:
 National Template: Gifted & Talented Education Advisers (2009)
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Entry
Identification
Little or no evidence is gathered
to identify gifted and talented
students.
Identification procedures are
based on standardised testing
and/or teacher-made tests.
Developing
More than two sources of
information are used to identify
gifted students
(e.g. parents, teachers, peers,
and students).
More than two types of
evidence are gathered from a
variety of sources (e.g. tests,
interviews, observations, and
informal procedures).
Valid evidence is used to identify
a diverse range of gifted learners.
Knowledge of the behaviours and
characteristics of gifted learners
is used to identify
underachievement.
Parents of gifted students and
other relevant personnel are
included in all aspects of the
identification process.
The identification process is
ongoing and systematic
throughout the school.
A GATE register is maintained
and regularly updated to track
and monitor the progress of
gifted students.
An individual profile of identified
students is held on record.
Effective links are established
with contributing schools.
Date:
Date:
Date:
Evidence from formative
assessment is used to develop
differentiated programmes at all
levels of the school.
Student profiles and learning
pathways are regularly updated
in response to identified needs.
Relevant information about
gifted students is provided at
transition points in their
education.
Date:
Evidence
Date:
Exemplary
 National Template: Gifted & Talented Education Advisers (2009)
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There is minimal awareness of a
Māori worldview.
Developing
Introductory professional
learning about Māori dimensions
of giftedness is underway for
staff.
Policies/procedures for gifted
and talented students include
Māori epistemologies (ways of
knowing).
Consultation with Māori staff
members and/or community
has led to an increased
awareness of Te Ao Māori.
Māori theories and conceptions
of giftedness are acknowledged
and respected.
Date:
Date:
Date:
Māori tikanga and pedagogy are
taken into account when
identifying and designing
programmes for gifted and
talented students.
Date:
There is minimal awareness of
the needs of gifted students
from other cultures.
There is some awareness that
effective practices for students
from other cultures need to be
considered when identifying
and providing for gifted and
talented students.
Consultation with the school’s
communities has led to an
increased awareness of different
cultural perspectives of
giftedness and talent.
Cultural values, beliefs, and
practices are reflected in
policies/procedures for gifted
and talented students.
Cultural perspectives of
giftedness and talent are
respected and included in all
aspects of the school’s provision
for gifted and talented students.
Date:
Date:
Date:
Date:
Māori perspectives of giftedness
and talent are not understood.
Policies/procedures for gifted
and talented students do not
reflect Māori dimensions.
Some members of staff have an
understanding of a Māori
worldview.
Exemplary
Māori epistemologies are
reflected in the school’s culture.
Māori tikanga is understood and
valued and is reflected in all
aspects of the school’s provision
for gifted and talented students.
Date:
Policies/procedures for gifted
and talented students do not
reflect the cultural diversity of
the school.
Date:
Evidence
Cultural Diversity
Evidence
Māori Dimensions
Entry
 National Template: Gifted & Talented Education Advisers (2009)
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Effective Teaching and Learning
Entry
Developing
There is minimal evidence of
differentiation for gifted
students in teacher planning.
Teacher planning includes
some opportunities for higher
order thinking.
Levels of learning readiness and
prior knowledge form the basis of
unit and lesson planning.
Students’ prior learning is not
acknowledged.
Flexible grouping occurs in
some areas of the curriculum.
A wide range of instructional
strategies is used to meet the
needs of gifted students.
The focus of learning is on
mastery of facts and skills.
Skills and facts are used to aid
understanding of key concepts
and principles.
Students who finish set tasks are
provided with more work along
the same lines.
Students who complete set
tasks ahead of others are given
further choices, selected by the
teacher.
Learning is grounded in authentic
experiences.
Discussion and working in
different ways is encouraged.
Learning programmes are based
on evidence from formative
assessment and best practices
for gifted students.
Differentiated modules of work
are co-constructed with
students and focus on
conceptual development.
Learning programmes are
responsive to the needs,
interests and abilities of
individual students.
Learning programmes are
qualitatively differentiated and
provide students with choice in
terms of pace, level, content,
process and product.
Students are encouraged to
negotiate their own learning
experiences, according to the
expected learning outcomes.
The social and emotional needs
of gifted students are
acknowledged and understood.
Date:
Date:
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Students are actively engaged
in planning and providing
evidence of their own learning.
Gifted students receive
appropriate feedback to ensure
continued progress in their
learning.
Date:
Evidence
Date:
Exemplary
 National Template: Gifted & Talented Education Advisers (2009)
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Beyond the Regular Classroom
Entry
There is no special provision
beyond the regular classroom.
Teachers may be able to
describe a few opportunities
that are available to gifted and
talented students.
Ad-hoc provision is offered (e.g.
occasional withdrawal groups,
participation in one-off activities
or special events).
Extension opportunities tend to
be teacher selected and are
dependent on staff who have
an overview or co-ordination
responsibility.
Gifted students may be
nominated to attend outside
programmes or to enter interschool competitions.
Parents are encouraged to
investigate other options.
Date:
Exemplary
Relevant extension opportunities
are actively sought and planned
for.
Ongoing extension opportunities
are provided at all levels of the
school.
A wide range of extension
opportunities are co-ordinated
throughout the school.
Students participate in external
programmes with support from
the classroom or subject teacher.
The school encourages gifted
and talented students to
participate in special
programmes.
Flexible pathways through and
beyond the school are coconstructed with students and
other stakeholders.
Date:
Expert coaches, tutors or
mentors are invited to work
with gifted and talented
students.
Date:
Appropriate support is provided
to enable gifted and talented
students to realise their
potential.
Date:
There is formal review of various
aspects of the school’s provision
for gifted and talented students,
but this is limited to school-based
personnel.
There is regular, formal review
of most aspects of the school’s
provision for gifted and talented
students, inclusive of some
stakeholders.
There is comprehensive review
of the school’s provision for
gifted and talented students,
inclusive of all stakeholders.
Date:
The results of school self-review
are used to improve practice.
Date:
Outside agencies are approached
for support, where appropriate
(e.g. RTLBs, psychologists,
advisers).
School Review
Evidence
Date:
Developing
There is no systematic review of
the school’s provision for gifted
and talented students.
Date:
The results of school self-review
are used to improve outcomes
for gifted and talented learners.
Date:
Evidence
Date:
There is ad-hoc, informal
review of some aspects of the
school’s provision for gifted
and talented students.
 National Template: Gifted & Talented Education Advisers (2009)
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Education of Gifted and Talented Students – Action Plan for Professional Learning
Identified Priorities (in order)
Actions Required
Personnel Responsible
Review Date:
 National Template: Gifted & Talented Education Advisers (2009)
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